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ERIC Number: ED420866
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 157
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving the Spelling of High Frequency Words in Daily Writing across the Curriculum through the Use of Multiple Intelligences.
Brecher, Diane; Gray, Marian; Price, Sue; Sayles, Kathleen
A program was developed for improving the spelling of high frequency words in daily writing across the curriculum through the use of multiple intelligences. The targeted population consisted of second and third grade students in a middle class community in central Illinois. The problem was documented by parent surveys; teacher interviews, observations, and journal entries; anecdotal records; pretests and posttests; weekly spelling tests; and writing samples. Analysis of probable cause data revealed that students performed well on weekly spelling tests, yet did not transfer this knowledge to spelling high frequency words in daily writing across the curriculum. Teachers reported inconsistent instruction in basic spelling rules. Review of curricula content and instructional strategies revealed a lack of scheduled time devoted to spelling, reliance on rote memorization with little or no use of multiple intelligences strategies, and lack of students' spelling consciousness in editing. A review of solution strategies, combined with an analysis of the problem setting, resulted in selection of three major categories of intervention: development of spelling lists using high frequency words; incorporation of multiple intelligences centers to practice words; and assessment of writing samples to monitor the transfer of high frequency words. Based on the presentation and analysis of results, students showed significant improvement in spelling and transferring 100 high frequency words. They understood they were accountable for spelling these words correctly in all curriculum areas and were able to internalize and use these words in daily writing. (Contains 26 figures and 30 references; various sample forms are appended.) (Author/CR)
Publication Type: Dissertations/Theses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois